An evaluation of instructional strategies for improving student understanding of the elastic rebound theory of earthquakes with spatial visualization

References

• Aydin, F., & Coskun, M. (2011). Gifted students’ opinions about earthquake: A qualitative study. International Journal of Physical Sciences, 6, 1863–1867.
   Google Scholar
• Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
   Web of Science ®Google Scholar
• Bauer, D. J. (2006). Computational tools for probing interactions in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31(4), 437–448. https://doi.org/10.3102/10769986031004437
   Web of Science ®Google Scholar
• Besson, U., Borghi, L., De Ambrosis, A., & Mascheretti, P. (2007). How to teach friction: Experiments and models. American Journal of Physics, 75(12), 1106–1113. https://doi.org/10.1119/1.2779881
   Web of Science ®Google Scholar
• Brudzinski, M. R. (2018). Using GPS velocity vectors to illustrate elastic rebound. In the Trenches, 8(1), 1–2. https://nagt.org/nagt/publications/trenches/v8-n1/196290.html
   Google Scholar
• Brudzinski, M. R. (2023). Spatial visualization strategies for improving student understanding of the elastic rebound theory of earthquakes. Retrieved December 7, 2023, from https://serc.carleton.edu/teachearth/activities/264843.html
   Google Scholar
• Brudzinski, M. R., Jaeger, A., & Shipley, T. F. (2019). Challenges in making meaning from ground-motion visualizations: The role of geoscience knowledge in interpreting dynamic spatiotemporal patterns. Seismological Research Letters, 90(4), 1692–1701. https://doi.org/10.1785/0220180289
   Web of Science ®Google Scholar
• Cox, A., & Hart, R. B. (1991). Plate tectonics: How it works. John Wiley & Sons.
   Google Scholar
• Davatzes, A., Gagnier, K., Resnick, I., & Shipley, T. (2018). Learning to form accurate mental models. EOS, 99, 1–8. https://doi.org/10.1029/2018EO091643
   PubMedGoogle Scholar
• Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2–3), 109–128. https://doi.org/10.1207/s15326985ep3302&3_5
   Web of Science ®Google Scholar
• Dolphin, G. (2018). The history of elastic rebound theory: How a big disaster helped us better understand how the Earth works. In The Trenches, 8(1), 1–2. https://nagt.org/nagt/publications/trenches/v8-n1/196287.html
   Google Scholar
• Dolphin, G., & Benoit, W. (2016). Students’ mental model development during historically contextualized inquiry: How the ‘Tectonic Plate’ metaphor impeded the process. Science Education, 38(4), 267–297.
   Google Scholar
• Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2021). Using multilevel mixture models in educational research: An illustration with homework research. The Journal of Experimental Education, 89(1), 209–236. https://doi.org/10.1080/00220973.2019.1652137
   Web of Science ®Google Scholar
• Freymueller, J. T. (2021). GPS, tectonic geodesy. In Encyclopedia of solid earth geophysics (pp. 558–578). Springer International Publishing.
   Google Scholar
• Gagnier, K. M., Atit, K., Ormand, C. J., & Shipley, T. F. (2017). Comprehending diagrams: Sketching to support spatial reasoning. Topics in Cognitive Science, 9(4), 883–901. https://doi.org/10.1111/tops.12233
   PubMed Web of Science ®Google Scholar
• Geoscience Education Transdisciplinary Spatial Learning Network (2017). Retrieved November 24, 2023, from https://serc.carleton.edu/getspatial
   Google Scholar
• Harrower, M., & Fabrikant, S. (2008). The role of map animation in geographic visualization. In M. Dodge (Ed.), Geographic visualization: Concepts, tools and applications (pp. 49–65). Wiley.
   Google Scholar
• Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32(2), 175–191. https://doi.org/10.1016/j.intell.2003.12.001
   Web of Science ®Google Scholar
• Hubenthal, M. (2018a). Exploring undergraduates’ conceptions of elasticity, within a plate tectonics context, before and after experience with rock’s elastic behavior. Journal of Geoscience Education, 66(4), 261–277. https://doi.org/10.1080/10899995.2018.1493964
   Google Scholar
• Hubenthal, M. (2018b). Bending rocks in the classroom. In the Trenches, 8(1), 1–3. https://nagt.org/nagt/publications/trenches/v8-n1/bending_rocks.html
   Google Scholar
• Hubenthal, M., Stein, S., & Taber, J. (2011). A big squeeze: Examining and modeling causes of intraplate earthquakes in the earth science classroom. The Earth Scientist, 27(1), 33–39.
   Google Scholar
• Incorporated Research Institutions for Seismology (2016). Fault: Strike-slip – High friction with elastic rebound. Retrieved August 21, 2016, from https://www.iris.edu/hq/inclass/animation/elastic_rebound_on_highfriction_strikeslip_fault
   Google Scholar
• Kali, Y., & Orion, N. (1996). Spatial abilities of high school students in the perception of geologic structures. Journal of Research in Science Teaching, 33(4), 369–391. https://doi.org/10.1002/(SICI)1098-2736(199604)33:4<369::AID-TEA2>3.0.CO;2-Q
   Web of Science ®Google Scholar
• Kastens, K. A., & Ishikawa, T. (2006). Spatial thinking in the geosciences and cognitive sciences. In C. Manduca, D. Mogk, & N. Stillings (Eds.), Earth and mind: How geoscientists think and learn about the complex earth (pp. 53–76). Geological Society of America Special Paper 413.
   Google Scholar
• Kastens, K. A., Agrawal, S., & Liben, L. S. (2009). How students and field geologists reason in integrating spatial observations from outcrops to visualize a 3-D geological structure. International Journal of Science Education, 31(3), 365–393. https://doi.org/10.1080/09500690802595797
   Web of Science ®Google Scholar
• Kirikkaya, E. B., Çakin, O., Imali, B., & Bozkurt, E. (2011). Earthquake training is gaining importance: The views of 4th and 5th year students on earthquakes. Procedia-Social and Behavioral Sciences, 15, 2305–2313. https://doi.org/10.1016/j.sbspro.2011.04.098
   Google Scholar
• Kurnaz, M. A., & Eksi, C. (2015). An analysis of high school students’ mental models of solid friction in physics. Educational Sciences: Theory & Practice, 15(3), 787–795.
   Google Scholar
• LaDue, N., & Shipley, T. F. (2018). Click-on-diagram questions: A new tool to study conceptions using classroom response systems. Journal of Science Education and Technology, 27(6), 492–507. https://doi.org/10.1007/s10956-018-9738-0
   Web of Science ®Google Scholar
• LaDue, N., Hubenthal, M., & Dolphin, G. (2018). Using models to develop deep understandings of earthquakes. In the Trenches, 8(1), 1–3. https://nagt.org/nagt/publications/trenches/v8-n1/using_models.html
   Google Scholar
• Lay, T., & Schwartz, S. Y. (2004). Comment on “Coupling semantics and science in earthquake research”. EOS, Transactions American Geophysical Union, 85(36), 339–340. https://doi.org/10.1029/2004EO360003
   Google Scholar
• Libarkin, J. C., Kurdziel, J. P., & Anderson, S. W. (2007). College student conceptions of geological time and the disconnect between ordering and scale. Journal of Geoscience Education, 55(5), 413–422. https://doi.org/10.5408/1089-9995-55.5.413
   Google Scholar
• Liben, L. S. (1991). Adults’ performance on horizontality tasks: Conflicting frames of reference. Developmental Psychology, 27(2), 285–294. https://doi.org/10.1037/0012-1649.27.2.285
   Web of Science ®Google Scholar
• Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974
   Web of Science ®Google Scholar
• Marone, C. (1998). Laboratory-derived friction laws and their application to seismic faulting. Annual Review of Earth and Planetary Sciences, 26(1), 643–696. https://doi.org/10.1146/annurev.earth.26.1.643
   Google Scholar
• Miyatsu, T., Gouravajhala, R., Nosofsky, R. M., & McDaniel, M. A. (2019). Feature highlighting enhances learning of a complex natural-science category. Journal of Experimental Psychology. Learning, Memory, and Cognition, 45(1), 1–16. https://doi.org/10.1037/xlm0000538
   PubMed Web of Science ®Google Scholar
• Nosofsky, R. M., Sanders, C. A., Meagher, B. J., & Douglas, B. J. (2018). Toward the development of a feature-space representation for a complex natural category domain. Behavior Research Methods, 50(2), 530–556. https://doi.org/10.3758/s13428-017-0884-8
   PubMed Web of Science ®Google Scholar
• Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48(1), 85–112. https://doi.org/10.1016/j.jsp.2009.09.002
   PubMed Web of Science ®Google Scholar
• Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement, classical conditioning II (A. H. Black & W. F. Prokasy, Eds., pp. 64–99). Appleton-Century-Crofts.
   Google Scholar
• Resnick, I., Davatzes, A., Newcombe, N. S., & Shipley, T. F. (2017a). Using relational reasoning to learn about scientific phenomena at unfamiliar scales. Educational Psychology Review, 29(1), 11–25. https://doi.org/10.1007/s10648-016-9371-5
   Web of Science ®Google Scholar
• Resnick, I., Davatzes, A., Newcombe, N. S., & Shipley, T. F. (2017b). Using analogy to learn about phenomena at scales outside of human perception. Cognitive Research: Principles and Implications, 2(1), 21. https://doi.org/10.1186/s41235-017-0054-7
   PubMedGoogle Scholar
• Resnick, I., Newcombe, N., & Shipley, T. F. (2017). Dealing with big numbers: Representation and understanding of magnitudes outside of human experience. Cognitive Science, 41(4), 1020–1041. https://doi.org/10.1111/cogs.12388
   PubMed Web of Science ®Google Scholar
• Santos-Reyes, J., Santos-Reyes, G., Gouzeva, T., & Velazquez-Martinez, D. (2017). Schoolchildren’s earthquake knowledge, preparedness, and risk perception of a seismic-prone region of Mexico. Human and Ecological Risk Assessment: An International Journal, 23(3), 494–507. https://doi.org/10.1080/10807039.2016.1188368
   Web of Science ®Google Scholar
• Segall, P., & Davis, J. L. (1997). GPS applications for geodynamics and earthquake studies. Annual Review of Earth and Planetary Sciences, 25(1), 301–336. https://doi.org/10.1146/annurev.earth.25.1.301
   Google Scholar
• Sit, S. M., & Brudzinski, M. R. (2017). Creation and assessment of an active e-learning introductory geology course. Journal of Science Education and Technology, 26(6), 629–645. https://doi.org/10.1007/s10956-017-9703-3
   Web of Science ®Google Scholar
• Sözen, E. (2019). The earthquake awareness levels of undergraduate students. Journal of Pedagogical Research, 3(2), 87–101. https://doi.org/10.33902/JPR.2019254175
   Google Scholar
• St. John, K., McNeal, K. S., MacDonald, R. H., Kastens, K. A., Bitting, K. S., Cervato, C., McDaris, J. R., Petcovic, H. L., Pyle, E. J., Riggs, E. M., Ryker, K., Semken, S., & Teasdale, R. (2020). A community framework for geoscience education research: Summary and recommendations for future research priorities. Journal of Geoscience Education, 69(1), 2–13. https://doi.org/10.1080/10899995.2020.1779569
   Google Scholar
• Tsai, C. C. (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students’ worldviews. International Journal of Science Education, 23(10), 1007–1016. https://doi.org/10.1080/09500690010016085
   Web of Science ®Google Scholar
• Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247–262. https://doi.org/10.1006/ijhc.2002.1017
   Web of Science ®Google Scholar
• Wade, N. J. (1996). Frames of reference in vision. Minimally Invasive Therapy & Allied Technologies, 5(5), 435–439. https://doi.org/10.3109/13645709609153705
   Web of Science ®Google Scholar
• Wang, K., & Dixon, T. (2004a). “Coupling” semantics and science in earthquake research. EOS, Transactions American Geophysical Union, 85(18), 180–180. https://doi.org/10.1029/2004EO180005
   Google Scholar
• Wang, K., & Dixon, T. (2004b). Reply to Comment on “Coupling semantics and science in earthquake research. EOS, Transactions American Geophysical Union, 85(36), 339–340.
   Google Scholar
• Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682–683. https://doi.org/10.1126/science.1161948
   PubMed Web of Science ®Google Scholar